Data collection and analysis is important for both teachers and students. Teachers need data collection and analysis skills for record keeping, organizing information, documenting student progress, and preparing future instructional materials based on student performance (Roblyer & Hughes, 2019). Students need data collection and analysis skills to enhance their learning, assist them in various content areas, and prepare them for future professions. The technological abilities of teachers and students mainly refer to social media, but time must be spent on learning and developing data collection and analysis skills.
Teachers sometimes struggle with data systems and often analyze data or attempt to use data systems in their own time (Rankin, 2014). Because of their struggle, they often give up and move on. Reference sheets and templates can help teachers use data systems more effectively. While analyzing student data is important, teachers are often not provided time to do so. In order to plan effectively based on students’ needs, teachers need time to analyze the data they receive. For data collection, I mainly use Google Forms, Poll Everywhere, Zoom polls, and Google Sheets. Google Forms is my favorite because as Roblyer and Hughes (2019) mention, my data is organized, it saves a great deal of time, and I can examine student achievement and struggles. Google Forms organizes the information into pie charts and bar graphs. I am able to see percentages, which helps with analysis. I can also export the information to Google Sheets for a further analysis and comparison. I use the data to plan instruction and collaborate with my grade-level team to address areas of weaknesses and strengths. As an English teacher, I have mainly taught my students to examine data by assigning texts with mostly charts and graphs. I also assign infographics. Students have created arguments based on the information from the charts, graphs, and percentiles. Additionally, I have had students create their own infographics during research assignments. As a class, we discuss how to read and understand the visuals and talk about the purpose of infographics versus relaying information another way. Students typically overlook graphs, charts, and percentiles when reading because they are seen as pictures and not data (Roblyer & Hughes, 2019). References Rankin, J. (2014, July 31). Make the most of student data. ISTE. https://www.iste.org/explore/Lead-the-way/Make-the-most-of-student-data Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching, 8th ed. Pearson.
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